The next page provides links to many resources on understanding and helping people with ADD/ADHD. We have included here a few points we specifically want to emphasize.

People with ADD/ADHD are not 'stupid'. They know what needs to be done. They know how they should behave. Rusty knew he should have his homework and his pencil. While a person with ADD may be bratty, annoying or obnoxious, these are not characteristics of ADD. Rusty really wanted to have his homework and he really, really wanted not to be in trouble or be teased by the other children, just like any other kid. As one ADD guide says, "It is at the 'point-of-performance" that people with ADD have trouble. They know what they need to do and want to do it, but somehow the performance just isn't there.

There is absolutely no question that people with ADD can be successful, some of them are wildly successful beyond the dreams of the average person. It may take some work and understanding, though, from the individual and the person around him.

If your child is having problems in school, including social, emotional or academic problems, request an evaluation - in writing. A good special education program can help. Getting services from the schools is discussed in detail in the Disability Access workshop on "The School Years".

Learn to ask for what you need. Teach your child how to ask for help. As an adult, you need to learn to advocate for yourself. Most college professors and employers are happy to make reasonable adjustments. I have had many people ask me if they could tape classroom lectures or meetings. I have had requests to turn work or school assignments in on tape. I have had requests for agenda in advance of a meeting and minutes after a meeting so the person could be sure to remember key points. These are good business practices for anyone. Ask for what you need - or just arrange it yourself without asking. For example, the woman at left is in a staff training course. Notice that she has moved her chair far away from the next person and is sitting at the end of the row to minimize distractions. There is nothing in front of the computer to distract her. She has her bottle of water and a tissue (she has a cold) within reach. This way, she does not have to leave her seat or dig through her backpack to get anything. She has learned from experience that having to look for items is an invitation to distractions from what she should be learning.

Self-advocacy is discussed in depth in the Disability Access workshop on Youth and Adulthood.